-
3
-
-
0019024682
-
Cognitive-motivational characteristics of children varying in reading ability: Evidence for learned helplessness in poor readers
-
Butkowsky, I. S., & Willows, D. M. (1980). Cognitive-motivational characteristics of children varying in reading ability: Evidence for learned helplessness in poor readers. Journal of Educational Psychology, 72, 408-422.
-
(1980)
Journal of Educational Psychology
, vol.72
, pp. 408-422
-
-
Butkowsky, I.S.1
Willows, D.M.2
-
4
-
-
0040595381
-
-
March, Paper presented at the meeting of the American Educational Research Association, New York
-
Collins, J. (1982, March). Self-efficacy and ability in achievement behavior. Paper presented at the meeting of the American Educational Research Association, New York.
-
(1982)
Self-Efficacy and Ability in Achievement Behavior
-
-
Collins, J.1
-
6
-
-
0002395197
-
Attribution theory in social psychology
-
D. Levine (Ed.), Lincoln: University of Nebraska Press
-
Kelley, H. H. (1967). Attribution theory in social psychology. In D. Levine (Ed.), Nebraska Symposium on Motivation (Vol. 15, pp. 192-238). Lincoln: University of Nebraska Press.
-
(1967)
Nebraska Symposium on Motivation
, vol.15
, pp. 192-238
-
-
Kelley, H.H.1
-
8
-
-
0000931132
-
The role of goal orientation in self-regulated learning
-
M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), San Diego, CA: Academic Press
-
Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook ofself-regulation (pp. 451-502). San Diego, CA: Academic Press.
-
(2000)
Handbook Ofself-Regulation
, pp. 451-502
-
-
Pintrich, P.R.1
-
9
-
-
38249040334
-
The mediating role of attribution and self-efficacy variables for treatment effects on achievement outcomes
-
Relich, J. D., Debus, R. L., & Walker, R. (1986). The mediating role of attribution and self-efficacy variables for treatment effects on achievement outcomes. ContemporaryEducationalPsychology, 11, 195-216.
-
(1986)
Contemporaryeducationalpsychology
, vol.11
, pp. 195-216
-
-
Relich, J.D.1
Debus, R.L.2
Walker, R.3
-
10
-
-
0000852823
-
Effects of effort attributional feedback on children’s perceived self-efficacy and achievement
-
Schunk, D. H. (1982). Effects of effort attributional feedback on children’s perceived self-efficacy and achievement. Journal of Educational Psychology, 74, 548-556.
-
(1982)
Journal of Educational Psychology
, vol.74
, pp. 548-556
-
-
Schunk, D.H.1
-
11
-
-
0000852824
-
Ability versus effort attributional feedback: Differential effects on self-efficacy and achievement
-
Schunk, D. H. (1983). Ability versus effort attributional feedback: Differential effects on self-efficacy and achievement. Journal of Educational Psychology, 75, 848-856.
-
(1983)
Journal of Educational Psychology
, vol.75
, pp. 848-856
-
-
Schunk, D.H.1
-
12
-
-
0001342546
-
Sequential attributional feedback and children’s achievement behaviors
-
Schunk, D. H. (1984). Sequential attributional feedback and children’s achievement behaviors. Journal of Educational Psychology, 76, 1159-1169.
-
(1984)
Journal of Educational Psychology
, vol.76
, pp. 1159-1169
-
-
Schunk, D.H.1
-
13
-
-
84970693099
-
Peer models and children’s behavioral change
-
Schunk, D. H. (1987). Peer models and children’s behavioral change. Review ofEducational Research, 57, 149-174.
-
(1987)
Review Ofeducational Research
, vol.57
, pp. 149-174
-
-
Schunk, D.H.1
-
14
-
-
85148402603
-
Self-regulation of self-efficacy and attributions in academic settings
-
D. H. Schunk & B. J. Zimmerman (Eds.), Hillsdale, NJ: Erlbaum
-
Schunk, D. H. (1994). Self-regulation of self-efficacy and attributions in academic settings. In D. H. Schunk & B. J. Zimmerman (Eds.), Selfregulation of learning and performance: Issues and educational applications (pp. 75-99). Hillsdale, NJ: Erlbaum.
-
(1994)
Selfregulation of Learning and Performance: Issues and Educational applications
, pp. 75-99
-
-
Schunk, D.H.1
-
15
-
-
0009960136
-
Social cognitive theory and self-regulated learning
-
B. J. Zimmerman & D. H. Schunk (Eds.), (2nd ed.,). Mahwah, NJ: Erlbaum
-
Schunk, D. H. (2001). Social cognitive theory and self-regulated learning. In B. J. Zimmerman & D. H. Schunk (Eds.), Self-regulated learning and academic achievement: Theoretical perspectives (2nd ed., pp. 125151). Mahwah, NJ: Erlbaum.
-
(2001)
Self-Regulated Learning and Academic Achievement: Theoretical Perspectives
, pp. 125-151
-
-
Schunk, D.H.1
-
16
-
-
0003166953
-
Strategy training and attributional feedback with learning disabled students
-
Schunk, D. H., & Cox, P. D. (1986). Strategy training and attributional feedback with learning disabled students. Journal ofEducational Psychology, 78, 201-209.
-
(1986)
Journal Ofeducational Psychology
, vol.78
, pp. 201-209
-
-
Schunk, D.H.1
Cox, P.D.2
-
17
-
-
84870034503
-
Self-efficacy and skill development: Influence of task strategies and attributions
-
Schunk, D. H., & Gunn, T. P. (1986). Self-efficacy and skill development: Influence of task strategies and attributions. Journal of Educational Research, 79, 238-244.
-
(1986)
Journal of Educational Research
, vol.79
, pp. 238-244
-
-
Schunk, D.H.1
Gunn, T.P.2
-
18
-
-
84965565715
-
Extended attributional feedback: Sequence effects during remedial reading instruction
-
Schunk, D. H., & Rice, J. M. (1986). Extended attributional feedback: Sequence effects during remedial reading instruction. Journal of EarlyAdolescence, 6, 55-66.
-
(1986)
Journal of Earlyadolescence
, vol.6
, pp. 55-66
-
-
Schunk, D.H.1
Rice, J.M.2
-
19
-
-
0003001456
-
Self-efficacy and outcome expectancy mechanisms in reading and writing achievement
-
Shell, D. F., Murphy, C. C., & Bruning, R. H. (1989). Self-efficacy and outcome expectancy mechanisms in reading and writing achievement. Journal ofEducational Psychology, 81, 91-100.
-
(1989)
Journal Ofeducational Psychology
, vol.81
, pp. 91-100
-
-
Shell, D.F.1
Murphy, C.C.2
Bruning, R.H.3
-
20
-
-
0018437959
-
A theory of motivation for some classroom experiences
-
Weiner, B. (1979). A theory of motivation for some classroom experiences. Journal ofEducational Psychology, 71, 3-25.
-
(1979)
Journal Ofeducational Psychology
, vol.71
, pp. 3-25
-
-
Weiner, B.1
-
22
-
-
0003653009
-
-
Morristown, NJ: General Learning Press
-
Weiner, B., Frieze, I. H., Kukla, A., Reed, L., Rest, S., & Rosenbaum, R. M. (1971). Perceiving the causes of success and failure. Morristown, NJ: General Learning Press.
-
(1971)
Perceiving the Causes of Success and Failure
-
-
Weiner, B.1
Frieze, I.H.2
Kukla, A.3
Reed, L.4
Rest, S.5
Rosenbaum, R.M.6
-
23
-
-
0344232146
-
The development of competence beliefs, expectancies for success, and achievement values from childhood through adolescence
-
A. Wigfield & J. S. Eccles (Eds.), San Diego, CA: Academic Press
-
Wigfield, A., & Eccles, J. S. (2002). The development of competence beliefs, expectancies for success, and achievement values from childhood through adolescence. In A. Wigfield & J. S. Eccles (Eds.), Development of achievement motivation (pp. 91-120). San Diego, CA: Academic Press.
-
(2002)
Development of Achievement Motivation
, pp. 91-120
-
-
Wigfield, A.1
Eccles, J.S.2
-
24
-
-
0002626467
-
Developing self-fulfilling cycles of academic regulation: An analysis of exemplary instructional model
-
D. H. Schunk & B. J. Zimmerman (Eds.),, New York: Guilford Press
-
Zimmerman, B. J. (1998). Developing self-fulfilling cycles of academic regulation: An analysis of exemplary instructional models. In D. H. Schunk & B. J. Zimmerman (Eds.), Self-regulated learning: From teach- ingto self-reflectivepractice (pp. 1-19). New York: Guilford Press.
-
(1998)
Self-Regulated Learning: From Teach- Ingto Self-Reflectivepractice
, pp. 1-19
-
-
Zimmerman, B.J.1
-
25
-
-
0002115332
-
Attaining self-regulation: A social cognitive perspective
-
M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), San Diego, CA: Academic Press
-
Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook ofself-regulation (pp. 13-39). San Diego, CA: Academic Press.
-
(2000)
Handbook Ofself-Regulation
, pp. 13-39
-
-
Zimmerman, B.J.1
-
26
-
-
70350048433
-
Enhancing students’ academic responsibility and achievement: A social-cognitive self-regulatory account
-
R. J. Sternberg & R. Subotnik (Eds.), Greenwich, CT: Information Age
-
Zimmerman, B. J. (2006). Enhancing students’ academic responsibility and achievement: A social-cognitive self-regulatory account. In R. J. Sternberg & R. Subotnik (Eds.), Optimizing student success in school with the other three Rs: Reasoning, resilience, and responsibility (pp. 179-197). Greenwich, CT: Information Age.
-
(2006)
Optimizing Student Success in School with the Other Three Rs: Reasoning, Resilience, and Responsibility
, pp. 179-197
-
-
Zimmerman, B.J.1
-
27
-
-
0033137464
-
Acquiring writing revision skill: Shifting from process to outcome goals
-
Zimmerman, B. J., & Kitsantas, A. (1999). Acquiring writing revision skill: Shifting from process to outcome goals. Journal of Educational Psychology, 89, 241-250
-
(1999)
Journal of Educational Psychology
, vol.89
, pp. 241-250
-
-
Zimmerman, B.J.1
Kitsantas, A.2
|